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Project
Description: The purpose of this study is to explore the relations among elementary schools’ RTI (Response to Intervention) implementation and teachers’ awareness of RTI implementation and student outcomes.
Project
Description: Language processing accounts posit that spoken and written word predictability processes facilitate language comprehension, and prior research on contextual facilitation effects shows that individuals’ processing of a constrained word is faster and more accurate than that of an unconstrained word.
Dataset
Part of Project: Project FOCUS: Exploring RTI Implementation with a Focus on Students Receiving Tier 3 and Special Education
Description: These are data from 1000 teachers and 77 administrators. Data include demographic variables on teachers, and their perceptions of RTI implementation in their school. This is a cross-sectional dataset.
Dataset
Part of Project: Project FOCUS: Exploring RTI Implementation with a Focus on Students Receiving Tier 3 and Special Education
Description: These are data from 65 school administrators.
Person
Other Publishing Name(s): Veronica M. De La Cruz
Description: Veronica holds a PhD in Education from Southern Methodist University (SMU), and is a National Center for Leadership in Intensive Intervention alum (grant #H325H140001, Office of Special Education Projects, U.S. Department of Education). Prior to her doctoral training, Veronica was a certified early childhood interventionist for seven years.
